
Class 

Book. 

GopiglitN - 



w 



COEffilGHT DEPOSIT. 



The Junior Society 
in Action 



MANUAL FOR JUNIOR 

BAPTIST SOCIETIES ON ORGANIZATION, 

PROGRAM AND METHODS 

By 

JAMES ASA WHITE, A. M., Th. D. 

General Secretary of the 
Baptist Young People' 1 s Union of America 



' 'And as Jesus grezv older He gained 
in both wisdom and stature, and in 
favour with God and man." 

—Luke 2:52. 



Published by 

THE CHRISTIAN CULTURE PRESS 

125 North Wabash Avenue 

Chicago - - Illinois 



PRINTED IN U. S. A. 



. vis 



Copyright 1922 
By James Asa White 






C1A686499 

•Vs*A 



DEDICATED 

to My Wife 

BLANCHE BRIDGES WHITE 

and to 

Our Children 

MARY ROSALIND WHITE 

JAMES ASA WHITE, JUNIOR 

CHARLOTTE VIRGINIA WHITE 



FOREWORD 

This manual is an attempt to partially answer the question, 
"What shall we do in the junior society?" It is frankly admitted 
everywhere that the old method of running a junior society along 
the lines adopted for the senior, be discarded at once. But, what 
shall we put in the place of the old plans? 

There are hundreds of societies in the United States and Canada 
needing some direction. A number of experts are saying there 
is no place for the junior society as such. That may be true, but 
it has yet to be demonstrated. It will take a number of years 
of experimentation. Meantime, these societies must have help 
and guidance. They must have materials with which to work, 
and they must have them now. 

The writer has had in mind throughout the entire preparation 
of this book, the high school girl, or devoted leader in the small 
church, with a burning desire to do some service among the boys 
and girls, ages nine to twelve. Technicalities have been laid aside 
as much as possible. Practical plans are presented with the hope 
that such leaders may secure at once the necessary help and at 
the same time be encouraged to go forward in their preparation 
for larger usefulness in their local churches. 

The new interest on the part of young people in church affairs, 
manifest everywhere, should be of serious concern to all junior 
workers, for, the juniors of today are the seniors of tomorrow. 
They must be won to Christ and trained in His graces if they 
are to be well-rounded Christian characters on whom the church 
of the future must depend, and from whom we must expect the 
leadership that will move the world toward God. 

Material for this manual has been gathered from many sources. 
I am greatly indebted to the following for assistance in the com- 
pletion of the various chapters : Rev. L. H. Koehler, Director of 
Religious Education for Illinois ; Mrs. Herbert E. King, Junior 



Foreword 



Worker for Michigan; Rev. A. H. Gage, Director of Religious 
Education for Chicago, Illinois, Baptist Association; Dr. Thomas 
S. Young, Director of Church Vacation Schools, American Baptist 
Publication Society, Philadelphia, Pa. ; Miss Hazel Boyd, former 
Children's Work Director for Iowa; Rev. C. A. Boyd, Director 
of Religious Education for Wisconsin, and Miss Herva Jerolaman, 
public school teacher of Minnesota. 



James Asa White. 



Chicago, Illinois, August 24, 1922. 



CONTENTS 

CHAPTER I Page 
The Juniors Themselves 1 

CHAPTER II 
Habit 4 

CHAPTER III 
Organization 9 

CHAPTER IV 
Program 13 

CHAPTER V 
Memory Work 19 

CHAPTER VI 
Bible Drills and Games 22 

CHAPTER VII 
Handwork 26 

CHAPTER VIII 
Music, Dramatization and Story Telling 38 

CHAPTER IX 
Stewardship 45 

CHAPTER X 
Social Activities 49 

CHAPTER XI 
Correlation 52 

CHAPTER XII 
Winning the Junior to Christ 57 

CHAPTER XIII 
Standards 60 

CHAPTER XIV 
Materials 66 



ILLUSTRATIONS 

Page 

The Shepherd Psalm 28a 

The Electric Map 28b 

Bible Book Rack 31 

Bible Town 33 

Circles of the Creation Story 35 

The Christian Flag 37 

The Beatitudes 37 

Chords 40 



CHAPTER I 
THE JUNIORS THEMSELVES 

Perhaps the very first task of Church leaders is to get 
acquainted with the boys and girls themselves. There is no 
more fruitful field of study. On the basis of this acquaintance 
and study, the program of activity should be built, and on no 
other. 

The following paragraphs give a brief presentation of the 
characteristics of juniors. 

1. Good Health. Normal boys and girls alike from the ages 
of 9 to 12 enjoy good health. Their growth is not so fast as 
at a later period, but they have boundless energy which must 
be directed in the proper channels or else it will go to waste. 

2. Self-assertion. In the later years of the junior period, 
the sense of approaching manhood or womanhood moves the 
juniors to self-assertion. Very naturally the junior should be 
under adult guidance and authority, but a guidance and au- 
thority that will consult the feelings and desires of the junior 
as much as possible. This is absolutely necessary because of 
his growing independence. 

3. A Great Reader. Junior boys and girls are great readers. 
They devour books as they do appetizing sandwiches. How 
unfortunate for them if they are permitted to saturate their 
young minds with trashy literature of all sorts, and pictures 
of the "blood and thunder" variety. 

4. A Good Memory. The junior not only reads a great deal 
but he remembers a great deal more than adults would like 
to have him remember, at times. The years from 9 to 12 are 
commonly designated as the "golden memory period." Tell 
the junior a story and see how much he remembers about it. 

1 



The Junior Society in Action 



5. Expansion. The junior lives in a bigger world than that 
of earlier childhood. Through his reading and associations he 
has become acquainted with other people and other nations. 
He has an awakened interest in many things, but especially 
in geography and history. 

6. Sense of Honor. Most juniors have a high sense of 
honor, and a genuine regard for authority. Leaders of juniors 
should be of such a character that the juniors would delight to 
accept their authority. 

7. Fellowship. The junior enjoys the fellowship of other 
juniors, boys and girls. He develops into something of a "gang- 
ster" during this period. His desire for companionship should 
be met in the finest possible environment. 

8. Organizer. The juniors like to organize into all sorts 
of groups. The wise junior leader will utilize this character- 
istic to good advantage. Should there develop a tendency to 
be self -centered such group and altruistic action should be planned 
as to offset this tendency. Undesirable results may be obtained 
if the self-centered junior is allowed to go his way. 

9. A Hero Worshipper. During this period the juniors are 
very greatly interested in folks. Every junior has his hero 
or heroine, either in a living person that he knows, or in some 
character chosen from some story. To say that the junior de- 
lights in the exploits of his hero, puts it mildly. The junior's 
effort at imitation often gets him into trouble, because he fol- 
lows blindly his chosen character. 

10. A Lover of Music. Although he may not be able to 
sing very much, the normal junior is a lover of music. This is 
the period before his voice begins to break and the wise leader 
of music among the juniors has a great opportunity to develop 
his musical nature. 

11. A Collector of Things. It is not necessary to ask a 
junior boy if he has a string in his pocket. Just ask him for 
a string and when he produces it he will more than likely bring 



The Juniors Themselves 



forth from his treasure "things new and old" — marbles, nails, 
bits of iron, steel, rocks, etc. The girls, while a little bit more 
refined in their tastes, are great collectors of scraps of cloth, 
bits of ribbon, doll clothes, etc. This characteristic, if properly 
directed, may be of untold value in planning junior activities. 

12. A Producer. The junior likes to make things. Every 
opportunity should be given for the development of the junior's 
ability along the line of handwork, etc. 

13. Habit-forming period. The junior age is the time when 
habits good and bad are being formed. Junior leadership must 
take this into account. For further discussion see chapter on 
"Habit." 

14. Competition. Individual competition among juniors is 
not so marked, but they delight in group competition, the boys 
against the girls, or a group of boys and girls against a similar 
group. The "gang" idea comes into prominence during this 
period. 

15. Recognition. The junior likes recognition. He may be 
somewhat of a "smart Alec" and do many things to attract the 
attention of the leader. Whatever he does of real merit should 
be recognized by the leader — names called out from the plat- 
form or printed in Church calendar. This is not a plea for all 
sorts of prizes to be awarded for all sorts of accomplishments. 
The junior should be induced to do things because of their real 
worth and not because he is to receive a prize. 



CHAPTER II 
HABIT 

Mrs. Lamoreaux in dealing with "Habit Formation" ("The 
Unfolding Life" page 140) says: 

"The discussion of these marked characteristics (energy, 
hero worship, reading craze, etc.) of the life is given added im- 
port when we realize that these years are in the height of the 
habit forming period. All through Early Childhood and Child- 
hood every act has left its faint tracing upon the plastic cells 
of the brain, and some of the markings are deep ere now. 
Just as water will follow its channel rather than cut a new 
course, so activity will expend itself in the well-traced path- 
ways unless prevented from so doing, and the same thought 
or stimulus will always tend to go out in the same action. No 
thinking is necessary upon these habitual acts which constitute 
'nine-tenths of life' — they have become mechanical. Not only in 
the body does life acquire fixed habits, but also in the soul, in 
thinking, feeling and choosing. 

"The seriousness as well as the value of a habit lies in its 
tenacity. No harder task ever confronts a life than to break 
up one habit and substitute another after the brain cells grow 
hard. The process requires not only that activity be directed 
away from the pathway that irresistibly draws it, but at the 
same time, a new groove be traced upon the hard, unyielding 
cells. The task is difficult beyond expression. This is why 
reformed men always have a hidden fear of lapsing into the 
former life. It is the call of the old pathway, traced so deeply 
in the brain. 

"A mature woman, brought up to the strictest Sabbath ob- 
servance, came to believe that 'the Sabbath was made for man 
and not man for the Sabbath,' and therefore essayed to act that 
day according to her reason and judgment. The attempt was 



Habit 



soon abandoned. 'There is no pleasure in it,' she said. 'I 
am constantly fighting the old habits of my girlhood life, and 
they will not cease their call to me.' This is what the wise 
king meant when he said, 'Train up a child in the way he 
should go, and when he is old he will not depart from it.' The 
whole tendency is to 'ask for the old paths,' that there 'may 
be rest to the soul.' A part of the miracle of conversion in 
later life appears in God's power to trace new pathways when 
the brain is hardened, and to keep life in them, moment by 
moment, against the tug of the old, 

"Three statements will crystallize the discussion. First: The 
years up to twelve present two conditions for habit formation — 
plastic brain cells and action easily secured — as no succeeding 
years present them. 

"Second: Habit formation, either right or wrong, is con- 
stantly going on, for every action leaves its impress and makes 
repetition easier. 

"Third: Right habits may be formed as easily as wrong, if 
the task is definitely undertaken. 

"Since the importance of these years is clearly evident, the 
.method of habit formation may be briefly stated. First, secure 
the desired action; second, secure its successive repetition 
without lapse, as far as possible. 

"We have already learned that action is the natural result of 
an aroused feeling; therefore, nurture will endeavor to make 
the act attractive and appealing where it can be done, that 
the cordial co-operation of the child may be had. Hero wor- 
ship may aid here. The example in the home is imperative 
and future considerations begin to carry weight. Encourage- 
ment, recognition, new interest and new motives will all con- 
tribute toward securing repetition, until unconsciously the ac- 
tion carries its own constraint and outer influence is unneces- 
sary." 

What are some of the habits junior leaders should seek to 
cultivate in the lives of juniors? 

1. Reverence. One of the great problems of worship in the 
modern church is that of securing proper reverence. It is 



The Junior Society in Action 



quite often necessary to hold Bible School services in the 
main auditorium of the church. This in itself is an invitation 
to hilarity. Both in the Junior Department of the Bible School 
and in the Junior Society the leader or superintendent should 
provide adequate services of worship and interpret for the 
juniors the meaning of public worship services. In this way 
they will develop habits of reverence so necessary to their de- 
velopment as Christians. 

2. Prayer. Prayer is one of the fine arts of the Christian 
life. Unless the habit of prayer is formed in these early years, 
it is quite probable that this means of development of the de- 
votional life will be neglected in later years. A number of 
juniors are not Christians and great care should be exercised 
in the work of the Society to help such juniors understand 
the meaning of prayer. The junior who is a Christian should 
be taught how to pray. The method by which this is done 
will depend very largely on local conditions. Prayer by the 
junior should be a normal expression of his Christian life. 

3. Bible Reading and Study. The Bible is the Christian's 
guide book. Juniors should be "habituated" in daily Bible 
reading and study. In this way the great truths of the Chris- 
tian life will come to be a part of the very life of the juniors. 
The story material of the Bible makes a tremendous appeal 
to the ages of 9 to 12. 

4. Church Attendance. Someone has remarked that "the 
modern Bible School is the greatest de-churchizing agency in 
existence." This statement is true only in a measure. The 
juniors must be made to realize that the meetings of the So- 
ciety should in no way conflict with the regular worship services 
of the church. Juniors should be made to feel that they are 
an important part of the worship services. The habit of church 
attendance begun during these formative years will more than 
likely continue. 

5. Stewardship. Stewardship is one of the fine graces of the 
Christian life but so often neglected. Juniors should be trained 



Habit 



in the art of giving their money the same as in the art of pray- 
ing or any other service. Of course they do not have much 
money but the right sort of leadership will help them to under- 
stand that it is not so much the amount they give in these early 
years as the spirit and willingness which should attend their 
giving. The tithing principle, although not accepted by many, 
is a mighty fine plan to inaugurate in the Junior Society. For 
further discussion see the chapter on "Stewardship." 

6. Kindness. The juniors are intensely human. Kindness 
seems to be a very part of their being but this "part" should 
be enlarged as they grow older. 

7. Courtesy. Unfortunately the home training often crops 
out in what we know as "bad manners" among the juniors. 
A wise junior leader will take advantage of every opportunity 
to impress upon the juniors the importance of the little courte- 
sies in life. If properly trained in this art during this period, 
the juniors will not depart from it when they grow older. 

8. Reading. The habit of reading is one of the outstanding 
characteristics of juniors. Those responsible for leadership 
should seek to encourage the boys and girls and to guide them 
into "good reading." 

9. Honesty. If "honesty is the best policy" the habit of 
being honest must be built into the very fiber of the juniors' 
lives. Students in the high school are quite often given over 
to "cheating" in one form or another. But, they learned to 
"snitch" while they were juniors and the very principles of 
dishonesty began to take root. 

10. Prompt and Cheerful Obedience. Autocratic dealing 
with juniors cannot be countenanced, but to allow the junior 
"to take the bit in his own teeth" is just as bad. Juniors 
must have a will of their own but the principles of prompt 
and cheerful obedience must be instilled into them during the 
years of 9 to 12, else the juniors will encounter all sorts of 
"breakers" ahead. 



The Junior Society in Action 



11. Clean Speech. The ability of the boys and girls to ap- 
propriate "slang" phrases and "unclean" speech is very well 
understood. Every effort possible should be made to provide 
a wholesome environment for juniors. The street "ruffian" is 
perhaps the greatest source of these evils. When these tenden- 
cies are discovered among the juniors, every effort should be 
made to eradicate them. 

12. Clean Thinking. The minds of the boys and girls are 
very receptive to all sorts of impressions. If we are to have 
"clean living" among juniors, especially in later years, we 
must have "clean thinking." The low and baser elements of 
community life must be counteracted by noble thinking. 

13. Industry. One of the big problems in the junior age is 
to grow the right sort of a body. It is very easy in this period 
to develop a tendency to laziness. Habits of industry are ab- 
solutely necessary to a well-rounded Christian life. Formation 
of these habits should begin in the junior age. 

14. Truthfulness. It is very easy for a junior to develop his 
ability at "exaggeration" into a tendency to be untruthful. The 
junior leader should watch for the cropping out of this fault 
from time to time and every effort should be made to fortify 
the junior against developing bad habits along this line. 



CHAPTER III 
ORGANIZATION 

The Junior Society is not the Senior Society in miniature 
but an organization of the boys and girls. The program ma- 
terials used are graded to meet the needs of the ages 9 to 12. 

The Junior Society is the training school of the church for 
the boys and girls. It trains them in leadership and committee 
work, in public expression, in memory work and in Bible study, 
in daily Bible reading, in public and private prayer, in giving, 
in service, and in missionary activity. It also gives an oppor- 
tunity for social and physical activities necessary for the de- 
velopment of boys and girls. 

Rev. L. H. Koehler states the aim of the Junior Society as 
follows : 

1. "Knowledge. To lead the boys and girls to become 
familiar with the Bible, especially to know more about Jesus; 
to become more familiar with the contents of the great hymns 
of the church, why they were written, something about the 
authors, etc. 

2. "Worship. To educate, to train in worship by means of 
a program conducive to these ends. 

3. Expressional Activities. To lead the boys and girls to 
act under right impulses; to respond freely to calls for service 
and to do some good through their society, for the church, 
community and the world." 

The pastor or the Church Committee on Religious Educa- 
tion, or both, should be consulted. This and other pre-organi- 
zation efforts should be carried on under the direction of a 
"Junior Committee" appointed from the Senior Society, if 

9 



10 The Junior Society in Action 

possible. Make appropriate announcements of the proposed 
organization through the church Bulletin, from the platform 
in Sunday School and regular worship services of the church. 

If possible, a junior leader or superintendent should be se- 
lected in advance of the first meeting. This leader should have 
some idea of what is to be done; a love for the boys and girls, 
and the ability to handle both boys and girls. 

Secure from the church and Bible School rosters, names and 
addresses of boys and girls, ages 9 to 12. A neat little card 
bearing an invitation will bring the desired results. This first 
meeting should be full of interest from start to finish. 

The following officers should be appointed or elected: Presi- 
dent, vice-president, secretary, and treasurer. 

A constitution should be adopted at this first meeting, if 
possible. See chapter on "Materials" for model as used by 
many Junior Societies. 

Appoint the following committees: Program, membership, 
missionary, and social. Other committees such as the sun- 
shine, flower, music, stewardship, temperance, picture-book, 
etc., may be added as occasions arise. 

A social program, with refreshments, should close the first 
meeting. 

The Junior Superintendent 

There are few people who covet this task. The one selected 
must love the boys and girls, be willing to work, know how 
to pray, and be capable of leading in the development of the 
devotional lives of boys and girls; have a fund of patience; a 
relish for hard work, and time to give to the many activities 
of the juniors. 

The superintendent should have full supervision of the so- 
ciety. An able assistant should be selected if one is available. 

Sometimes, it will be advisable to choose the superintendent 
of the junior work in the Bible School as leader of the Junior 
Society. In many instances, this would not work at all. See 
chapter on "Correlation." 



Organization 11 



The Officers 

The officers should be selected from among the juniors them- 
selves. 

The president should conduct the meetings under the super- 
vision of the superintendent. 

The vice-president should act in the absence of the president, 
and serve as chairman of the membership committee. 

The secretary should keep a record of all meetings as well 
as a complete roll of all members, and call the roll. 

The treasurer should assist in taking up the offering and 
should keep a record of all money received. It might be well 
for the treasurer to turn the money over to the superintendent 
or assistant and make entry of such expenditures as directed.. 

All officers should be instructed in their duties by the super- 
intendent or by members of the senior society. 

Committees 

The Program Committee should arrange the program for all 
meetings, under the direction of the superintendent. This com- 
mittee should arrange for home study and Bible reading in con- 
nection with the activities of the society. 

The Membership Committee should secure new members 
and stimulate attendance upon the part of all connected with 
the society. They should look up absentees and be on the 
lookout for new boys and girls coming into the community. 

The Missionary Committee might be selected from the "Cru- 
saders" and should seek to keep alive the missionary spirit 
and enthusiasm; keep in touch with all missionary activities 
of the church, and arrange the program for the monthly mis- 
sionary meeting, under the direction of the junior superinten- 
dent. 

The Social Committee should welcome new members into 
the society; plan good times for new-comers, and arrange for 
junior socials occasionally, with the help of the superintendent. 



12 The Junior Society in Action 

Membership 

Ordinarily the membership should consist of boys and girls, 
ages 9 to 12, and should be divided into two classes: active, 
those belonging to the church, associate, boys and girls who 
may or may not be Christians but who belong to the church 
constituency. In some places junior leaders have felt it un- 
wise to make such a division. 

As a rule the older juniors should hold office and perhaps 
office holding should be confined to juniors who are members 
of the church. Associate members may serve as group cap- 
tains or on the various committees. All privileges of the so- 
ciety are open to them except possibly, that of voting and hold- 
ing office. 

For greater efficiency and training a number of leaders have 
divided the society into four groups or companies with a cap- 
tain at the head of each group. 

These groups or companies may be named e. g., Matthew, 
Mark, Luke, John; numbered e.g., 1, 2, 3, 4; named for Baptist 
leaders, e.g., Hunt, Barbour, Brink, Aitchison; or named for 
great missionaries, e.g., Carey, Judson, Ashmore, Axling. 

If the group plan is followed, the members of the various 
groups should have charge of the devotional period as noted 
in the outline of the program, under the direction of the junior 
superintendent. 

Other leaders have found it a good plan to divide the society 
into two groups, the boys against the girls. This affords op- 
portunity for healthful competition and may be used to good 
advantage in various ways. 



CHAPTER IV 
PROGRAM 

What shall I do? How often one hears this question fall 
from the lips of the faithful junior leader! The following sug- 
gestive program is presented as a partial answer to that ques- 
tion : 

Time allotted for program, with handwork, one and one-half 
hours. 



3:00 


Opening. 




Motto. 




Worship Song. 




Prayer; scripture from memory. 




Offering. 


3:10 


Devotional Period. 




Discussion of topic by the juniors 


3:25 


Music Period. 




Under competent director. 


3:40 


Drill Period. 




Bible Drills, etc. 


3:50 


Memory Work. 




Scripture Passages. 




Verses of Hymns, etc. 


4:00 


Bible Story or Dramatization. 


4:10 


Expressional Activities. 




Handwork, etc. 


4:25 


Recognition, Announcements, etc. 


4:30 


Closing. 



The same divisions of time may be used for a week-day 
eeting, say after public school hours. 



meeting, say 

13 



14 The Junior Society in Action 

The above program is only suggestive, but with slight varia- 
tions from time to time, it may be used indefinitely without the 
juniors tiring of the routine of things. 

Program Explained 

1. Appropriate Opening. The old-fashioned song service 
should be ruled out of court. Have a motto for the Junior 
Society. This motto should be asked for at the very beginning. 
Following this, have a worship song, such as "Holy, Holy, 
Holy, Lord God Almighty." The Lord's prayer may be used 
by the leader, or repeated in concert. The beauty and dignity 
of this prayer will be lost in mere repetition of the words. Put 
real meaning into every line. 

2. Devotional Period. This should be conducted by the 
leader, or a group of juniors, if the group plan is followed. 
If the junior topics are followed, the discussion should be based 
on such topics. The leader may read the Scripture passage 
and call on other juniors to discuss the subject in hand. In 
every case, the juniors should prepare their material in ad- 
vance of the meeting. 

3. Music Period. This part of the program should be 
under the direction of a competent song leader. The great 
hymns of the church should be memorized. Use the hymnal 
as little as possible. For additional suggestions, see chapter 
on "Music." 

4. Drill Period. This is one of the most attractive parts of 
the program and calls for considerable thought and preparation 
on the part of the superintendent. For materials, see chapter 
on "Bible Drills and Games." 

5. Memory Work. Some plan should be worked out by 
which there will be continuity in thought and action, from one 
program to the' next. The hop, skip and jump method of 
memorizing passages does not secure the best results. For 
suggestive materials in Bible passages and hymns, see chapter 
on "Memory Work." 



Program 15 



6. Bible Story or Dramatization. This time may be occu- 
pied by the superintendent in telling Bible stories, or by the 
juniors in the dramatization of some Bible scene. This gives 
opportunity for action. If the junior does not have such an 
opportunity of letting off steam occasionally, he will more 
than likely explode at most unexpected or inappropriate times. 

7. Expressional Activities. Juniors like to make things. 
This part of the program affords them a chance at handwork 
of all sorts — picture books, posters, craft work, etc. For sug- 
gestions as to "what to do," see chapter on "Handwork." 

8. Recognition, Announcements, School Song, Etc. If the 

program has been especially good; a piece of handwork worth 
commending; take a little time to recognize real effort. If 
there are new boys and girls, or visitors, call attention to them, 
by having them stand. Make announcements for next meeting, 
etc. The singing of the junior song is a fitting climax to this 
part of the program. 

9. A Dignified Closing. Hold the attention of the juniors 
to the very end of the program. Forestall the usual scramble 
for wraps with its attendant disorders. Make the boys and 
girls understand that the closing is a vital part of the program. 
Prepare from time to time, and have the juniors memorize 
appropriate benedictions, e.g., "The Lord bless thee and keep 
thee." 

Hints to Superintendents 

The leader must be prepared. Perhaps the most difficult 
part is that which one experiences in getting ready for the boys 
and girls. 

The room should be in order, the Bibles in place, hymns 
selected, and every part of the program arranged for. 

Have a time to begin and make the whole affair interesting 
from the very first minute. Know where you are going. Of 
course, some obstreperous junior will more than likely get in 
your way. Even though he does, he will respect your method. 



16 The Junior Society in Action 

Parts of the program should be spicy, short, full of sunshine, 
simple in phraseology and always with a spiritual approach. 

The leader should be sincere. It is not necessary to be 
frivolous in order to show the juniors a good as well as a 
helpful time. 

Do not allow things to drag. Have something doing every 
minute. Do not try to do everything yourself. Juniors like 
action and they will not stand for too much talking on the part 
of the superintendent. 

Prayers should be short and to the point. Do not pray or 
talk over the heads of the juniors. 

Have absolute control of yourself and you will not have 
much difficulty in securing cheerful obedience. 

Plan everything so attractively that the boys and girls will 
just want to come again. They will very quickly let you know 
whether or not you have arrived. 

The wise junior leader will not attempt to put everything 
into one meeting. Always plan for a margin. Hold the juniors 
in a measure of suspense by keeping something for the next 
meeting. If an announcement can be made of "something," 
interest will be aroused and the juniors will be on hand "next 
time." 

The music should be of the very highest order. A lot of so- 
called hymnals for Sunday School and young people's societies 
should be used to start fires in the furnace. Teach the boys 
and girls the grand old hymns of the church. They will enjoy 
them. The very sentiment of these old hymns has a disci- 
plinary effect upon the juniors. 

Do not allow the pastor or any "visiting brother" to talk your 
Junior Society to death. 

Do not keep the juniors in meeting too long. An hour is 
plenty long enough, unless handwork is introduced. 

Have a time to close. When that time is reached, let the 
boys and girls go. Keep faith with them and their parents 
on this point. To drag the meetings out over an indefinite 
period of time so often means failure. 



Program 17 



The Time of Meeting 

What is the best time for juniors to meet? This question 
is met at every turn. The usual answer is: "It depends upon 
local conditions." Conditions vary with communities. 

The juniors themselves should be consulted and just as far 
as possible, they should decide upon the time. This will per- 
haps upset the plan for an "afternoon off" on the part of the 
junior superintendent, but that is a part of the game. 

The interests of the leader or superintendent must be taken 
into account. All other conditions taken into consideration, 
the juniors should meet at a time when the leader can do her 
best work. The word "her" is used for usually the woman is 
the one who senses the need and will give willingly of her 
time and energy for the boys and girls. 

Many junior societies meet on Sunday afternoon. Such a 
plan crowds a number of activities into one day but it is easier 
to secure leaders. Young people who are employed during the 
week-days often find it impossible to give the necessary time 
except on Sundays. 

The boys and girls want something to do and some place to 
go on Sunday afternoon, and they had just as soon go to the 
church as any place else, if left to their own choosing. 

Again, there are a lot of mothers and dads, not able to own 
a Ford, who do not know what to do with the "kids" on Sun- 
day afternoon and they welcome the opportunity of hustling 
them off to the church. This brings them under Christian in- 
fluences. Otherwise they might just "run loose." 

Sunday afternoon has its difficulties as well as its advantages. 
Many parents like to have their children at home for family 
fellowship. Or, it may be that the beautiful Sunday afternoon 
offers opportunity for visiting and auto riding. 

Saturday morning or afternoon may be chosen. Saturday, 
however, is play-day for most juniors and they like to be free 
from anything that seems like school. Further, the juniors 
may be needed for little tasks around the house. 



18 The Junior Society in Action 

Some juniors meet during the week, but after public school 
hours. Such a plan makes it possible to introduce craft work 
of various kinds. 

Should a week-day church school be in operation, the leader 
of this school should be consulted with before fixing the hour 
of meeting. Further, community customs and interests should 
be taken into consideration. 

There is much agitation about week day religious instruc- 
tion. The Junior Society, if properly organized, offers an un- 
usual opportunity for doing a real piece of work. 

The Sunday activities of the boys and girls should be cor- 
related with those of the week-day church school. This takes 
time and patience as well as genuine ability on the part of the 
junior superintendent. 

The program, of course, must be of the highest order with 
enough activity to counteract the restlessness of the juniors. 
Further, it must get somewhere. Set definite goals to be 
reached and move energetically toward those goals at every 
meeting. 

The junior superintendent who thus "leads" will find her- 
self paid many times over in the "products" or "resultants" of 
such a program. 



CHAPTER V 
MEMORY WORK 

It is very little trouble for the juniors to memorize ac- 
curately. Often times they are able to repeat passages after 
reading them but once. It must be remembered that the junior 
does not retain very long that which he does not use. "Be 
ye doers" is a command especially applicable to the plastic life 
of the boy and the girl. 

The old-fashioned drill method is often employed, by which 
the leader reads a line, which is repeated by the junior until 
he has memorized it. 

The leader should make good use of the blackboard. Pas- 
sages kept up before the juniors for several meetings will often 
become fixed in their minds. 

The stereopticon slide, which is a sort of picture presentation, 
is very effective. The stereograph is very attractive to boys 
and girls, if not used too often. 

Be careful to explain new or unfamiliar words. Wrong con- 
ceptions may be easily obtained if this is not done. Naturally 
the leader will omit most of the "ites" and meaningless names 
of cities and individuals. 

Picture stories to illustrate a line or verse is one of the most 
effective ways in memorizing passages from the Bible and 
stanzas from the great hymns. Illustrated songs catch the eye 
of the junior immediately. 

Verses of song or passages of Scripture should be repeated 
constantly, else the juniors will forget. 

Games in which the juniors choose sides may be played. The 
same plan should be followed as in the old-fashioned spelling 
match. When the junior fails to repeat from memory a pas- 
sage, he sits down. This process continues until one is left. 

19 



20 The Junior Society in Action 

Introduce competition among the boys and girls in similar 
fashion. 

Acrostics may be used to good advantage in memorizing 
detached passages. For example: 

Jesus said unto him, Except a man be born. . . . 

Enter into his courts with praise 

Surely goodness and mercy 

Unto you this day is born a Saviour 

Seek ye first the Kingdom of God 

Come unto me all ye who are weary 
Harden not your hearts 
Remember now thy Creator 
Inasmuch as ye have done it 
Suffer little children to come unto me 
Today is the day of salvation 

The same plan may be followed by taking the name of a 
junior; the home town; the name of the minister. 

Naming the books of the Bible in regular order or in groups, 
e.g., books of the Law; the prophets, etc. 

The Sermon on the Mount is easy to memorize and affords 
an unusual opportunity for impressing the junior with the 
great teachings of the Master. 

Picture-books and posters may be employed to good ad- 
vantage in memorizing passages of Scripture or verses of a 
hymn. 

Have the boys and girls memorize a passage of Scripture 
for each letter of the alphabet. The alphabet may also be used 
in connection with Bible characters, e.g., A for Adam; B for 
Barnabas; C for Cleopas; D for Demas, etc. 

The "I am" or "I will" verses are sufficient in number to 
make a very helpful exercise. 

The antiphonal Psalms, such as the 24th and 67th, are easily 
committed and can be made a very attractive feature of a 
program. 



Memory Work 21 



Have the juniors memorize the meaning of certain books 
of the Bible, e.g., Genesis, Exodus, Judges, Psalms, Matthew, 
Mark, Luke, John, Acts. 

An outline of the Life of Christ, including Scripture passages, 
can be committed in a comparatively short time. 

The following Scripture passages are only a few of the large 
number available for memory work: The Ten Command- 
ments; Numbers 6:24-26; Psalms 1, 19, 23, 24, 46, 84, 90, 91, 
9S:l-7a, 100, 103, 121, 122; Matt. 5:1-16, 5:43-48, 6:9-13, 11:28- 
30, 28:18-20; Mark 10:35-45; Luke 1:46-53, 10:25-37; John 3:14- 
17, 6:35, 37-40; I John 3:1-3, 4:7-11. 

Great hymns of the church should be used. The following 
are suggested : 

"Holy, Holy, Holy" 

"Joy to the World" 

"O Little Town of Bethlehem" 

"Onward Christian Soldiers" 

"The Son of God goes Forth" 

"Nearer, My God to Thee" 

"We've a Story to Tell to the Nations" 

"In the Cross of Christ I Glory" 

"O Beautiful for Spacious Skies" 

"Saviour, Like a Shepherd Lead Us" 

"Silent Night, Holy Night" 

"When Morning Gilds the Skies" 

"This is My Father's World" 

"Crown Him with Many Crowns" 



CHAPTER VI 
BIBLE DRILLS AND GAMES 

The juniors should know their Bible. A great deal may be 
accomplished by various drills. The church should provide 
a number of copies of the Bible if the juniors do not have their 
own. Drill work requires that each junior have a Bible in his 
own hand. The following are suggested for use in the regular 
weekly program: 

I. Sword Drill 

The name sword drill comes from the Scripture passage 
"the sword of the Spirit which is the Word of God." The 
juniors with Bible in hand may be divided into groups, 1, 2, 
3 and 4; boys against the girls; or they may choose sides. 

Beforehand the leader chooses a series of passages. If pos- 
sible these should be written out so that the superintendent or 
junior leader will know immediately whether or not the correct 
passage is being read. 

The passages are given out one after the other. The junior 
finding the passage first stands with his finger on the passage 
but does not begin to read until directed by the leader. Points 
may be given to the winning group or side. The side finding 
the largest number of passages wins the drill and proper 
mention of this achievement should be made by the leader. 

Some follow the plan of having the boys and girls come to 
the front of the room as they succeed in locating the passages. 
This brings the rivalry of the sides out in the open and gives 
opportunity for action so necessary to the success of the junior 
meeting. 

The leader should have no difficulty in securing variety from 
the above suggestion. The painter who stated that he "mixed 
his paint with brains" had one of the fine qualities for leader- 
ship in the Junior Society. 

22 



Bible Drills and Games 23 



II. Book Finding Contest 

For this the juniors are divided into two groups. Either 
the boys against the girls or one half of the room against the 
other half. The leader describes some book of the Bible. The 
boy or girl who finds the right book stands and gives the name 
of the book. The one who finds it first and stands counts 
one point for his side. Care must be taken to keep the boys 
and girls from telling the name of the book before they have 
found it. This can be avoided by penalizing the side which 
gives the name of the book before it has been found. The 
leader of this drill can work out from time to time new de- 
scriptions. The description may indicate the author of the 
book, the contents of the book, some great hero or chapter of 
the book or its relation to some other book. For instance, "I 
am thinking of a book in the New Testament written by a 
doctor telling the story of the life of Christ." (Luke). 2. "I 
am thinking of another book written by the same man telling 
the story of the early churches." (Acts). 3. "I am thinking 
of a book written by the brother of Jesus." (James). 4. "I 
am thinking of a book which tells the story of the Children of 
Israel going to the promised land." (Exodus). 5. "I am 
thinking of a book which contains the songs which the people 
used to sing." (Psalms). 6. "I am thinking of a book which 
contains the love chapter." (I Corinthians). This list can 
be continued indefinitely. 

It will help in book-finding contests if the leader asks the 
Society to open the book exactly in the middle. They will, 
of course, open to the Psalms. Then ask the boys and girls to 
open the right hand or last section directly in the middle. 
They will come to Matthew. In this way they know that the 
Old Testament contains the first three quarters of the Bible 
and the New Testament the last quarter. 

A modification of this game can be worked out by selecting 
two captains who in turn choose sides. The questions can 
be asked from alternate sides, the same as in a spell down. 
The object of this game is to see which junior will stand up 
longest. 



24 The Junior Society in Action 

Another modification of this same game can be worked out 
by giving every junior a number and letting them form a line 
beginning with number one on through to the end. The leader 
then asks the questions beginning with number one. If number 
one answers correctly the leader asks another question of 
number 2. If number 2 misses, number 3 has a chance. If 
number 3 can answer correctly he passes ahead of number 2. 
The object of the game is to see in what order the boys and 
girls will stand at the end of the game. 

III. The Living Bible 

Have some of the older boys or girls make posters, one for 
each book of the Bible. These posters should contain at least 
the name of the book very plainly printed. Anything else that 
the junior wishes to put on the poster would be all right. These 
posters can be made on manila paper but should be mounted 
on card board. There is one poster for each book of the 
Bible. The posters are thoroughly mixed and distributed to 
the juniors. At a given signal each one leaves his place and 
arranges himself on the platform or in front of the society in 
the order that the books occur in the Bible. If there are not 
enough juniors for each book of the Bible then the Old Testa- 
ment or the New Testament or certain divisions of the Bible 
can be used. This would be effective if the juniors arrange 
themselves not only in order but in the main divisions of the 
Bible, for instance the first five books of the law, etc. 

IV. The Living Map of Palestine 

A living map of Palestine can be made by the juniors and 
become for them a wonderful game. As various geographical 
points are called, the junior steps over to the place or part 
he is to represent. Rows of boys and girls can represent the 
coast line and boundaries of Palestine. One small circle and 
a larger circle of juniors represent the sea of Galilee and the 
Dead Sea. A row of juniors joining hands represent the Jor- 
dan River. The various places of interest in Palestine may 
be indicated by them. It would probably be wise to draw 



Bible Drills and Games 25 

this map in outline on the floor first, afterwards it could be 
worked out without the outline on the floor. 

V. Counting Off 

The naming of the books of the Bible is always an interest- 
ing game and may be used to good advantage in this drill. 
Instead of following the plan of numbering 1, 2, 3 and 4, the 
books of the Bible are used instead of the numbers, e.g. 
Genesis, Exodus, etc. It is quite unlikely that there will be 
a large enough group of juniors to cover the entire books 
of the Old and New Testament, but probably enough for the 
Old Testament, and the New Testament may be used for a 
second drill. 

VI. Confusion 

This is a very simple game or drill, but very interesting. 
The books of the Bible are printed on pieces of card board, 
with a hole in one end of the card, possibly a string. All of 
these books are placed in a pile. The juniors then choose 
sides, or divide, the boys against the girls. Alternate sides 
choose a book and seek to place or hang it up in its proper 
place among the books of the Bible. This has the two-fold 
value of acquainting the juniors with the names of the books 
as well as their respective places in the Old and new Testa- 
ments. 



CHAPTER VII 
HANDWORK 

Froebel tells us that "to learn a thing in life and through do- 
ing is much more developing, cultivating and strengthening 
than to learn it merely through verbal connection of ideas." 

Junior leaders must realize that the lesson truths, if they are 
to be converted into conduct, must be modes of expression which 
relate the truth taught to every day living. The best results can 
be obtained in expressional activities when the parents co-operate 
with the junior superintendent. 

It must be kept in mind that we are not "training juniors for 
life, but we are training them in life." The best way to get 
juniors ready for life in the years to come is to help them live 
joyous, useful, Christian lives now. Therefore, it is of the highest 
importance that we make much of self-expression in the junior 
society. Impressions must be fixed by expressions. The co-opera- 
tion of the juniors may be easily obtained in the making of things 
that may be put to good use by others in the mission field and 
elsewhere. 

There must be a vital connection with the truth taught and in 
some way an expression or reproduction of the lesson. Many 
of the great Bible stories are obscure to juniors because of their 
lack of information as to the meaning of words and Biblical 
expressions. Handwork presents an unusual opportunity for 
clearing up such misunderstandings on the part of the juniors. 

The great lack of religious instruction in the average home 
makes it necessary for the junior superintendent to observe in the 
most practical fashion the principle of apperception and to make 
sure that she is proceeding from the truly "known to the unknown." 

Miss Munkress gives five principles for expression work which 
should be followed by all junior superintendents : 

26 



Handwork 27 



1. It should be of religious value. 

2. It should be suited to the age of the junior. 

3. It should be related to the topic material under discussion. 

4. It should give the right interpretation of the topic material. 

5. It should be a meaningful operation of the junior. 

The eyes are the best story tellers, so teach juniors through 
the eye gates. In teaching the Life of Christ, use the regular 
map of Palestine. The boys and girls become familiar with the 
places and stories, soon associating events and stories with location 
on the map. 

The fingers are the second best story tellers, so now what has 
been learned through the eye gate and ear gate, must be given 
expression to through the finger gate. Every impression demands 
expression, if such is to become a real part of ourselves. 

The handwork need not be expensive. Much material secured 
from the homes can be used. All material such as paper, pictures 
cut from magazines, shears, paste, etc., should be kept in order, 
and should be in readiness for use. Often the juniors can bring 
pictures and objects from home to use. The time for doing hand- 
work must be determined by the local conditions. Some find it 
most valuable, as pre-session work, others have it at the close 
of the story period, while some things can best be done at home, 
or by the juniors meeting at a special time. 

An annual or semi-annual handwork exhibit should be held. All 
of the best pieces of handwork should be saved and labeled. 
Then once or twice each year the Junior Society of the church 
should entertain the parents, and interested members of the 
church. The exhibit of handwork will be shown, and the work 
of the department in memory work, songs, etc., demonstrated. 
This is one of the finest ways in which to secure the co-operation 
and interest of parents. 

A cabinet with glass doors should be in every department, where 
a permanent exhibit of handwork is kept. 

I. Illustration of Hymns 

A very profitable exercise is that of plain or fancy lettering or 
pictures to present the thought of the verse. Pictures may be 



28 The Junior Society in Action 

selected from magazines and assembled in such a way as to impress 
the meaning of the great hymns of the church. These pieces of 
material brought together under an appropriate cover design, 
present a very attractive piece of work. A number of juniors will 
be able to go right ahead without very much direction while others 
must be carefully guided. 

II. The Shepherd Psalm 

Words of this Psalm are very easily learned but the junior 
should understand the meaning of every line. The juniors may 
be asked to bring pictures illustrating certain verses. These may 
be gathered from cards, magazines, Perry pictures, etc. This 
assembling process may be carried on for several weeks, each 
Sunday's collection of pictures being kept in a box until a goodly 
number have been collected. The juniors should then meet at some 
appropriate time for the completion of their work. The pictures 
should be spread out along the entire table and the ones selected 
which will best illustrate the verse in hand. Discussion of these 
pictures by the juniors will give them a clearer conception of each 
verse in the whole Psalm. These chosen pictures may be pasted 
on plain white leaves of paper and the words carefully printed 
beneath. Covers may be cut from green cardboard and decorated 
with a copy of "The Good Shepherd." 

III. Map Making 

Juniors studying Bible characters like to trace their journeys 
by means of a clay map. Perhaps the greatest objection to tne 
use of clay in modeling is that of the dirty hands with the natural 
resultant of dirty clothes. Paper pulp may be substituted for clay. 
Plasticine, which may be obtained from art stores, may be used 
over and over again and takes water coloring well. One dollar's 
worth of this material will last for a long time. 

The superintendent should first make a model map herself, so 
that she may know exactly how it is done. Have the juniors draw 
the map on a piece of paper. A free hand drawing is best. The 
superintendent will draw the map on the blackboard. Then if 
maps are to be colored, made of paper pulp, salt and flour, or 



Handwork 



28a 




I Ke Lo rd i5 m tv 
Sfi e|heT4; 
J shall -not Want. 
He Tnakelh "me -to Lie, 

down t>v ohetn bastures : 




ne /eac/eih Tne beside 
ike s"Ul\ waters 
We restore-lh mt/ Soul: 




28b 



The Junior Society in Action 




Handwork 29 



plasticine ; make the same drawing on a piece of heavy cardboard, 
filling in the outline with the prepared material. Be careful to 
keep the lines, show dimensions of countries, mountains, or rivers. 
When dry, put in dark lines between countries, line rivers, place 
towns, and trace routes of journeys. When entirely completed 
mount upon a black or colored mounting board to be judged. 

Electric map: The junior boys and girls with the help of the 
teacher can make an electric map of Palestine. Draw the map 
on a large piece of plaster board which has been cased around 
outside. Tint countries in colors. Put a tack, that will be a con- 
ductor of electricity, in the places with which the juniors should be- 
come familiar, but do not write any names on the map. On the 
left side of the mounting board, put in a row, a similar set of 
conductor tacks. At the back of the board these tacks, on the 
side of the board and the corresponding tack on the map, are 
connected with a wire. Then there are two conducting handles 
provided, one for the superintendent, and one for the junior. The 
electricity is secured from a dry battery. In story form tell of 
the journeys and teachings of Jesus. A junior will go to the map, 
take a handle conductor, put it on the map, on the tack where he 
thinks the place is located. The superintendent already has her 
conductor on the correct tack on the side of the board. If the 
junior puts his handle upon the correct tack on the map, a con- 
nection is made, and a red light shows at the top of the map. 
Plan for this map furnished by Miss Lula Barnes of Walnut 
Street Baptist Church, Waterloo, Iowa. 

IV. Written Work 

The story of the sending of the twelve may be used for this 
exercise. The story should be told two or three times in advance 
of the meeting when the juniors are asked to write on the subject. 
The following plan is suggested: 

1. Write the story of the sending out of the twelve. 

2. Draw the things the twelve were to take with them. 

3. Draw the map of Palestine putting in the Lake of Galilee, 
the river Jordan, the Dead Sea, cities of Jerusalem, Capernaum, 
and Nazareth. 



30 The Junior Society in Action 

4. Write the story of the first trip out as one of the twelve 
might have told on his return home. 

5. Illustrate the "giving verse" and on the side of the page 
make a list of the things which you have "freely received." 

6. Write all you can about Jesus' reasons for giving the twelve 
the directions He did. 

7. Make a staff of soft wood and a sandal. 

8. Write answers to the following questions : 

a. Who are the ones sent today? 

b. What text gives them their marching orders? 

c. What have we of which we may "freely give"? 

V. Books of the Bible 

(a) Wooden frame rack. 

Size about 30 x 40 inches, made in a large oblong frame of 
light wood. Make oblong paddles about 1^x8 inches, with screw 
hooks in the top of each. These paddles are hung in rows on little 
hooks on the large rack. The frame and paddles may be plain, 
varnished, or the paddles may be painted in colors for the different 
divisions of books. They can be left plain, or the first letter of 
each book may be printed on the representing paddle. Questions 
are asked and stories told while the pupils in turn go to the rack, 
and take off the proper paddle. The paddles may be returned to 
the rack by some similar scheme. 

(b) Bible Secretary. 

Out of a little wooden box make a secretary with shelves. You 
can fasten on doors with Bible pictures pasted on them if you wish. 
The entire Bible can be illustrated this way, or just the New 
Testament. Make the books from little blocks of wood, from 
pasteboard pill boxes, or from safety match boxes, covering each 
with colored paper. If you just use the New Testament, cover the 
books according to their divisions, with green, yellow, and black 
paper. Acts and Revelation in black. Paste small square of 
white paper on the back near the top and print on it the first 
letter of the book that it represents. 



Handwork 



31 



\ 


/ 


A 


* 


« 


' 


« 


$ 


4 


V 


jr. 




J_ 


4 


4 


♦ 


■- 1 — 

1 


* 


4 


4 


i 




i 


4 


— ' — i 


* 


4 


♦ 


*i 


4 


t 




f 


4 


4 


i 


* 


4 


4 


<L 


4 


- 



32 The Junior Society in Action 

(c) Old Testament Tower. 

As the names of the books of the Old Testament are committed 
to memory, have for each pupil, blocks cut out of card board, 
the shape of a tower. Then paste on the blocks for each book 
beginning at the bottom of the tower. The blocks can be of a 
different color for each division, and each can have the name of 
the book printed on. 

(d) Bible Town. 

The Bible Town is one of the many devices to help visualize the 
divisions and books of the Bible. A simple form for preparing 
such a map is to take a sheet of heavy express paper 30"x90", 
draw the outline and print in the names of the books as per the 
illustration. 

The Bible Town can also be made by taking a strip of muslin 
30"x50". Size with starch tinted pink in color. Draw the river 
to divide the Old and New Testaments making it blue. Beginning 
with the Old Testament make a street for each division colored 
tan or gray. Then paste on the houses, stores, churches, etc., on 
each street naming for a book in that division. Where there is 
more than one section of a division such as the major and minor 
prophets, have a smaller street run into the larger instead of having 
an independent street. 

The members of the Junior Society should help to make the 
chart. They may contribute pictures of homes, schools, churches, 
etc., to represent the books and help in arranging them in their 
proper places. It will make the lesson more valuable if the houses 
are selected to accord with the size and significance of the book. 

A trip through Bible Town can be made very interesting to 
junior boys and girls. At first they make the trip slowly on 
foot, learning and locating the book houses on each street. After 
they have thus become acquainted with the town they may make 
the trip by auto to see how quickly they can drive the length of 
each street, naming the houses as they go. Some juniors have 
gone down Old Testament History street in six seconds. 

It adds interest to teach them that New Testament History 
street opens out of Gospel street opposite the house of Luke be- 



S3 




34 The Junior Society in Action 

cause Luke is the author of the book of The Acts, and that 
Prophecy street opens out of General Epistle street opposite the 
houses of John because he wrote the book of Revelation. 

When this foundation has been laid and skill in naming the 
books has been attained, many other lessons to be learned in Bible 
Town will suggest themselves to the superintendent. For example, 
who are some of the people who have lived on a certain street? 
What historical events have been enacted in the houses on a 
given street, etc.? 

Note : "Bible Town" was furnished by Miss Lena Esther 
Smith, Children's Division Representative, Presbyterian Synod of 
Iowa. 

VI. The Creation Story 

The Creation Story is very difficult for juniors to understand. 
The problem may be solved by the use of a series of circles as 
suggested on the following page: 

This story can also be illustrated by pasting pictures, as for 
circles, on croquet balls. Then suspend them from a rack, or 
the ceiling, as one would a globe. 

VII. Ten Commandments 

(a) Commandment Ladder. 

Let each pupil make a ladder with ten rounds from mounting 
paper. As the commandments are learned, print one on each of 
the rounds of the ladder beginning at the bottom. 

(b) Commandment Fan. 

Make a little pasteboard fan with ten spokes of alternating 
colors. Print a commandment on each. Put together by running 
a piece of narrow ribbon through the top, so that the spokes will 
spread, and fasten together at bottom, as a fan is fastened. 

(c) Commandment Tablets. 

Cut from wood two upright tablets or plaques, oval at the top. 
Paint these white and fasten together at center edges, so they will 
open and close. Then with black sign printer's ink, print five 
commandments on each tablet. 



Handwork 



35 



CIRCI£S OF THE CRE&TIOH STOEY 





Hote: If you do 
not care to use 
the back of the 
first oirole, make 
an extra oirole up- 
on whioh to illus- 
trate the day and 
night. 




VIII. Missionary Handwork 

(a) Missionary Village, 

Let the boys make an African village, or a model of a mission- 
ary station. Directions can be secured from the American Baptist 
Foreign Mission Society. 



36 The Junior Society in Action 

(b) Map Poster. 

Make a large map of Africa and put it on a black mounting 
sheet. Then of different colored paper, cut maps of other coun- 
tries, place them upon the map of Africa, so it will show the rela- 
tive size. Mark and name the Baptist mission station. From 
the "Missions" magazine find pictures of our missionaries in 
Africa, and paste them in groups on edge of mounting sheet. 

(c) Missionary Dolls. 

The girls will be delighted to dress dolls in the costumes of the 
children of mission lands. These may be made for regular dolls, 
paper dolls, clothes pin dolls, or dolls made on bottles. 

(d) Missionary Essay. 

Have the pupils write an essay upon the lives of some of the 
great missionaries. Have one or two missionary pictures framed 
and hanging on the wall. 

IX. Tabernacle 

An entire class will make this piece, using as a model perhaps 
the tabernacle set which can be purchased. Let the boys make 
the frame, tents, candle sticks, table, etc. The girls will make and 
embroider the coverings, curtains, and all parts made of cloth. 
This will make a very attractive, as well as instructive piece of 
handwork. 

X. Christian Flag 

Every junior should make with his own hands a Christian Flag, 
and learn the salute to this flag. This may be made of red, white 
and blue paper, or of cloth. (See outline.) 

"I pledge my allegiance to the Christian Flag, and to the Saviour 
for whose Kingdom it stands. One brotherhood, uniting all man- 
kind in service and love." 

XI. Beatitudes 

Make a wheel about the size of a tea plate, containing eight 
spokes. Print the words "Blessed Are" on the hub of the wheel, 
completing each Beatitude on the spokes. Make the wheel of 
white paper, cut out between the spokes and mount on a colored 
paper. (See illustration.) 



Handwork 



37 





i 





1. White 

2. Blue 

3. Red. 



BEATITUDES 




CHAPTER VIII 

MUSIC, DRAMATIZATION AND STORY 
TELLING 

I. Music 

Music in the Junior Society will consist principally of sing- 
ing and should be under the direction of a competent leader, 
one who understands juniors and who knows how to "get on" 
with other workers. A good accompanist is absolutely neces- 
sary to the success of the junior meeting. The pianist must 
be on time every time. Occasionally music of a callisthenic 
nature may be introduced. 

The songs should be of various types, sacred, patriotic, folk, 
and humorous. The modern productions listed as jazz and 
ragtime have no place in the junior meeting. In fact, the 
superintendent is duty bound to educate the juniors away from 
this type of music. 

Rev. P. L. Vernon says there are four methods of teaching 
songs to juniors: "Song sheets, wall charts, stereopticon, and 
memorizing. This first is the least desirable for two reasons: 
it keeps the eyes from the leader and makes the juniors de- 
pendent upon the cards. The song cards will get bent and broken 
in the hands of the juniors and will be used sometimes for 
'weapons' instead of for music sheets." The better plan is 
to place the verses on the blackboard. Illustrated songs by 
means of stereopticon have been mentioned under "Memory 
Work." It might be well to choose a limited number of hymns 
but keep up the memorizing process until all stanzas of the 
hymns can be sung without the aid of the song sheet or black- 
board. 

Songs should not be memorized simply for the sake of mem- 
orizing. The junior superintendent should seek: 

38 



Music, Dramatization and Story Telling 39 

1. To interpret the spirit of the hymn. This calls for an 
acquaintance with the history of the hymn, the author, why 
it was written, etc. 

2. To plan the music in line with the topic under discus- 
sion. 

3. To create an atmosphere of real worship on the part of 
the juniors. 

4. To improve the musical standards of the boys and girls 
to the point where they will demand only the best. This can 
be done by use of the great hymns as listed in the chapter on 
"Memory Work." 

"Juniors will please rise" or "juniors will please be seated," 
was the method of other years. The wide-awake superintendent 
will work out a series of chords for "rising" and "seating." 
The "Musical Manual" published by the International Asso- 
ciation, gives these chords in various keys. Every Junior So- 
ciety pianist should have a copy of this Manual. Note illustra- 
tion on another page. These chords are printed by permission 
of the American Baptist Publication Society. 

After a period of training in the society the juniors may be 
organized into a junior choir for use in the Bible School or reg- 
ular church services. The juniors will enjoy singing at hos- 
pitals, old people's homes, and other such institutions. 

II. Dramatization 

It was only a short time ago that dramatization was looked 
upon as a sin by a great many people. Pressure from outside 
sources, such as the public school, has made the church realize 
that it is a great means for vitalizing the religious life of boys 
and girls. In dramatization, subject materials are so presented 
as to make the main ideas stand out in clear relief and when 
these ideas are mastered by the juniors in some form of ac- 
tivity, they usually lead to a very high grade of self-expression. 
The plan of dramatizing Bible stories or scenes gives the junior 
an opportunity to express the ideas he finds in the story in 
his own way. 



40 



The Junior Society in Action 



Church workers have come to realize that psychological 
principles governing educational methods are the same in the 
church school as in the day school. Through this method of 
self-expression, the boys and girls have an opportunity of 

CHORDS 




m± m 



*=£z 



I 



Lis-ten, stand up. Lis-ten, sit down. 



m 



*£ 



i i 



N^fj 



e 



Stand up. Sit down. 

! I 



m 



3=i=i 



qa=r 



F=S 



I 



ii 



Soft - ly, 

_i L 



s 



stand 



up. 



:£. 



Soft - ly. sit down. 

I I 



^^i 



Music, Dramatization and Story Telling 41 

comprehending the great religious ideals of the peoples of the 
Old and New Testaments. Naturally, the ideals as presented 
have a profound influence upon the lives of the juniors. 

In the introduction of dramatics into the work of the Junior 
Society we are only utilizing the natural desire of the boys and 
girls to "play things." The method is of course very simple. 
The juniors may be requested to give a dramatic production 
either in the Junior Society, before the Bible School or at some 
social function of the church. A suitable story must be selected 
from stories already in dramatized form if possible. Then the 
parts are assigned by the leader to the various juniors for the 
purpose of memorizing according to instruction. 

Among the many reasons for undertaking this relatively new 
(yet centuries old) method of teaching may be mentioned the 
following: 

1. It is in line with the God implanted instinct of imitation. 

2. It is a phase of activity which is intimately correlated 
to Biblical instruction. 

3. It makes the Bible a very real book. 

4. It has a strong appeal through Eye-gate as well as Ear- 
gate. 

5. It helps the juniors to enter into sympathetic relations 
with Biblical or missionary heroes. 

6. It develops a new interest in and love for "The Book." 

Some Distinctive Essentials 

The worker with juniors who would make a success of Dra- 
matization will do well to remember that there are certain es- 
sentials. 

1. Reverence. 

Whether given before an adult audience, as a demonstration 
of junior work, or in the junior meeting as a bit of spontaneous 
activity, Biblical Dramatization should always be done in a 
spirit and atmosphere of worship. It should never be a "show" 
or a mere "play." The purpose underlying it must be that 
of leading the participants into a richer experience of Christian 
living. 



42 The Junior Society in Action 

2. Simplicity. 

With the active imaginations of juniors ready to supply any 
lack of scenery or costume, Biblical or Missionary Dramatiza- 
tions for juniors may (and should) be kept very simple, so far 
as the junior meeting itself is concerned. The more spon- 
taneous it can be made, the better. Little or nothing of scenery 
is needed — a few, and very simple properties and costumes 
which can be easily made from sheets, scarfs, table covers or 
portieres will be sufficient. 

3. Memorization. 

As the junior age is the great opportunity for memorization 
work, it naturally follows that in Biblical Dramatization for 
juniors, the words of the Bible itself should be used as far as 
possible. Dramatization in fact offers one of the very best 
possible methods of securing the memorization of Bible pas- 
sages. 

4. Material. 

Very many of the Old Testament stories lend themselves to 
dramatic treatment by juniors. This is particularly true of 
those stories of childhood and youth such as the Call of Samuel, 
Joseph Sent to His Brothers, The Youth of David, Finding 
the Baby Moses, etc. 

Several books of Bible Dramas have been prepared for the 
aid of teachers too busy to make their own arrangements. 
Among these are "Shorter Bible Plays" and "Bible Plays" by 
Reta Benton; "The Good Samaritan" Edna Earle Cole; "The 
Dramatization of Bible Stories," Elizabeth Miller, (This is the 
best text book yet issued on this subject for workers with 
primary children and junior boys and girls) ; "Biblical Dramati- 
zation for Young People," Mary Russell, (Most of the dramati- 
zations in this volume could be used by juniors without diffi- 
culty). 

But the best "source book" is, of course, the Bible itself 
and the best methods, if the junior leader has any ability in 
this connection, is that the juniors themselves, under the guid- 
ance of their leader, should make their own arrangement. 



Music, Dramatization and Story Telling 43 

5. Study. 

Dramatization, to be rightly used, requires some real study 
on the part of the junior leader. But it is sure to return many 
fold on the investment of time and energy as the juniors de- 
velop through this means a new love for the Bible and a new 
devotion to its ideals. 

III. Story Telling 

Richard G. Moulton says that "stories are the oldest form 
of transmitted culture and the most effective." All programs 
of religious education, that are worth while include materials 
on story telling, as this is the one method of appealing to the 
whole individual. Dr. H. E. Tralle in his admirable book on 
"Story Telling Lessons" gives the following as to the value of 
the story: 

1. Stories have great cultural value. 

2. Stories aid in understanding history. 

3. Stories make education interesting. 

4. Story telling is a humanizing process. 

Methods of story telling vary with individuals. Dr. Tralle 
gives the following pointers to those who would be successful 
story tellers: 

1. Strive to appear at ease. The position of the hands and 
feet, the direction of the gaze standing or sitting have a great 
deal to do with the story. 

2. Give an impression of well-being. A happy expression 
on the part of the story teller will indicate that his intentions 
are good, that he has something to say. 

3. Relate vividly the events. This will call for a vivid use 
of the imagination and a yield to the lure of the story. 

4. Memorize actions rather than words. The story teller 
should clearly see the pictures of the characters in the pre- 
sentation of the subject material if she would have the listeners 
see and feel what she sees and feels. This does not neces- 
sarily mean that the story should be memorized word for word. 



44 The Junior Society in Action 

5. Make every word understood. The story teller should 
speak distinctly and the voice should be so trained as to be 
pleasing. 

6. Take care to introduce the new. This calls for emphasis 
upon each idea as it enters for the first time into a particular 
story and should be used to attract the listeners' attention. 
This can be done through appropriate gesture, stronger stress 
or facial expression, etc. 

7. Be physically in earnest. The story teller must be alive. 
She should speak rapidly but clearly. The story teller should 
move quickly but should not appear to be hurried or should 
not exhibit symptoms of lack of self-control. The main parts 
of the story should be emphasized frequently and characters 
should be impersonated correctly. The gestures of course 
should be appropriate. 

Every junior superintendent or leader should have at hand a 
copy of "Story Telling Lessons," by Tralle published by the 
American Baptist Publication Society, price, $0.75. 

There are various types of stories, such as Bible, missionary, 
play, fairy, fables, myths, legends, habit, nature, allegorical, 
historical, biographical, altruistic, humorous, etc. 

Consult the following books for further study of method 
and materials: 

"Story Telling Lessons," Tralle. 

"World Stories Retold," Sly. 

"For the Story Teller," Bailey. 

"More Mother Stories," Lindsay. 

"Sunday Story Hour," Cragin. 

"Graded Bible Stories," Mutch. 

"A Manual of Stories," Forbush. 

"Story Telling for Upper Grade Teachers," Cross & Statler. 

"Stories and Story Telling," St. John. 

"How to Tell Stories to Children," Bryant. 

"Some Great Stories and How to Tell Them," Syche. 

"Worth While Stories for Everyday," Evans. 

"Tell a Story of Jesus," Stewart. 



CHAPTER IX 
STEWARDSHIP 

Stewardship is a general term and is meant to cover a number 
of things — money, prayer, talents, time, self, service, etc. Stew- 
ardship may be termed the higher mathematics of the Christian 
life. But, before the student reaches the branches of higher 
mathematics, he passes through the elementary grades. The junior 
needs elementary instruction. In the matter of money, he should 
be brought to realize the minimum of Christian giving, namely 
the tenth. 

Some one replies that the junior has not much money. To this 
we agree, but he needs the instruction in the use of money. Why 
wait until he becomes a spendthrift before we begin his education? 

One of the most effective ways in teaching tithing and stew- 
ardship is by the question and answer method. The following 
leading questions give some idea as to the possibilities of education 
along this line. 

1. Who is the owner of all things? 
Answer. God, who is the Creator of all things. 

2. What did Abram say about God? 

Answer. He said He was the possessor of heaven and earth. 
Gen. 14:22. 

3. What other Scriptures teach that God owns all things? 
Answer. Psa. 24:1, 2. Psa. 50:10-12. Psa. 95:5. 

4. Since God is the owner of all things, what are we? 
Answer. We are stewards or trustees. 

5. What is a steward? 

Answer. A steward is one who is entrusted with the property 
or affairs of another. 

45 



46 The Junior Society in Action 

6. What is a steward to do with what is entrusted to him? 
Answer. He is to take care of it, and invest it, or use it, for 

the owner entrusts it to him. 

7. Tell about a man who was a steward. 
Answer. Joseph. Gen. 39:1-6. 

8. For whom are we stewards? 

Answer. For God, who is owner of all things. 

9. What does God entrust to us as his stewards? 

Answer. Life, strength, knowledge, time, wisdom, the gospel, 
money, and every blessing. 

10. Where does it say we are stewards of the Gospel ? 
Answer. I Peter 4:10. I Cor. 4:1. 

11. What are we to do with what God entrusts to us? 
Answer. We are to use it for him in ways that will be pleasing 

to him. 

12. Tell how we may do this with the things mentioned in 
question nine. 

(Juniors answer in their own words.) 

13. What should we remember when we are earning money in 
any way? 

Answer. That we are God's servants and stewards and that 
he gives us power to get wealth. See Deut. 8:18. 

14. What should be our aim when we are earning or using or 
giving money? 

Answer. The glory of God. I Cor. 10:31. 

15. How may we glorify God in getting or using money? 
Answer. By always seeking, either directly or indirectly, to 

advance God's kingdom with it. 

16. What should we be careful about in our use of money? 
Answer. We should be careful not to waste or spend it in 

foolish or sinful ways, because it is God's. Haggai 2 :8. 



Stewardship 4.7 



17. What does the Bible say is required of stewards? 
Answer. That they should be faithful stewards. I Cor. 4:2. 

18. Tell how we may be faithful stewards. 
(Juniors answer in their own words.) 

19. Is it necessary to give all our money to the church or to 
missions in order to be faithful stewards? 

Answer. No, we may be faithful stewards by providing food, 
clothing and an education for ourselves in order that we may better 
serve the Lord. 

20. How should we give ? 

Anszver. (a) As stewards, not as owners, as David did. I 
Chron. 29:14-16. (b) As God has prospered us, systematically, 
proportionately. I Cor. 16:2. (c) Cheerfully. II Cor. 9:7. 
(d) In the spirit of Christ. II Cor. 8 :9. 

21. What promises are made to those who do as God wants 
them to do with their money? 

Answer. Prov. 3:9, 10. Mai. 3:10. 

22. Does it pay to hold back God's money from him? 
Answer. No, it is very unprofitable. Prov. 11 :24. Haggai 1 :6-9. 

23. What promises are made to liberal givers? 
Answer. Prov. 11 :24, 25. Luke 6:38. 

24. To whom shall we have to give an account of our steward- 
ship? 

Answer. To God, because we are his servants, and all we have 
or use comes from him and is his. 

The twenty-four questions may be divided into as many lessons 
or programs as the leader may desire. The first program could 
be introduced with a Bible reading on Divine Ownership and 
Human Stewardship. The second, on the Grace of Giving. The 
third, on the subject of Systematic Giving, with emphasis on giving 
the tenth as a beginning. 

On request to the Baptist Young People's Union of America, 



48 The Junior Society in Action 

Chicago, Illinois, a package containing the following leaflets will 
be mailed free and postpaid for use of the junior leader: 

What We Owe and How to Pay It. 

Thanksgiving Ann. 

Is Tithing Worth While? 

Is the Tithe a Debt? 

Obedience the Master's Test. 

Objections to Tithing. 

A Tithing Catechism. 

Does Tithing Pay? 

Does a Tenth Belong to God? 

Mine and Thine. 

Reasons for Tithing. 

Talks With Money. 

Who Owns the World? 

How to Tithe and Why. 

Proportionate Giving. 

The Deacon's Tenth. 



CHAPTER X 



SOCIAL ACTIVITIES 

The junior is a human being and must be treated as such. He 
is a bundle of boundless energy and must have the opportunity 
of "letting off steam" every now and then. He must be trained 
to work, worship, and pray. But, with all these his life would 
be incomplete without play. His play, just like every other phase 
of his training, must be a means to an end and not an end in itself. 

Every junior superintendent should possess a good book of 
games such as "It Is to Laugh" by Edna Geister. As a sort of 
guide for such activities there is presented below a number of 
games which may be used in connection with a 

Junior Social. 

Given, 

Sixty live-wire junior boys and girls. Sixty chairs, a room 
and a musical instrument. A leader, full of pep, with two or 
more assistants. 

Required, 

Something to do. 

Solution, 

All juniors line up at one side of the room. Count off by fours, 
1-2-3-4. All one's go to one place, two's to another, etc. This 
will divide them into four groups. Let each group choose its own 
name. Play at least four competitive games. 

1. Walking Chair Relay. 

Four line, facing front, each line has one chair. Walk to given 
place, put chair down, sit, say name backwards, walk back to place 

49 



The Junior Society in Action 



carrying chair and give to next junior in line. The junior who 
has just played will take his place at the end of the line. Winning 
team gains three points. 

2. Peanut Eating Relay. 

Each team sitting in a circle. Each junior given five peanuts. 
Large empty sack in the center of circle for shucks. One junior 
in each circle starts to shell and eat peanuts. When he has fin- 
ished eating, put shucks in the sack and spelled "eat" backwards, 
the junior at his right may begin eating his peanuts. When the 
whole team has finished, sing a chorus of some song. Team 
winning gains five points. 

3. Rubber Ball Relay. 

Circle formation, four rubber balls, one for each circle. Each 
junior must bounce the ball ten times, catching it on the last bounce. 
If he fails, he must begin again. Pass ball on to junior at right. 
Team winning gains six points. 

4. Paper Race. 

Use paper bags or wrapping paper. Four lines. Each line given 
two paper bags. First junior in line takes bags, puts one on the 
floor. Steps on it with right foot, puts other bag on the floor, steps 
on that with left foot; picks up first bag, puts it on the floor, steps 
on it with right foot, etc., always advancing toward a given place. 
Runs back to line giving next junior in the line the remainder of 
paper, then takes place at end of line. Each junior in the line does 
likewise. Winning line or team gains ten points. 

The team having the largest number of points wins all-day 
suckers, one for each member of the team. 

Just Games. 
1. Out. 

Circle formation, marching to music, passing an object, always 
on to the next junior in back of him. When music stops, junior 
holding object is "out." Last junior up wins a prize (pop-corn 
ball). 



Social Activities 51 



2. Scramble. 

Circle formation sitting in chairs. Letter, A-B-C-D, A-B-C-D, 
around the circle. One junior in center of circle calls out "C." 
All "Cs" stand and scramble for vacant places. Junior left in 
center of circle calls "A." All "A's" scramble for places. There 
will always be an extra junior. 

3. Patter on the Back. 

Circle formation standing. Count off in two's around the circle 
to make partners. Take partner's hand. One couple is "it." 
This couple runs around outside of the circle, tags one other 
couple. The couple tagged runs in the opposite direction. Both 
couples running for the vacant space left by couple tagged. The 
couple last in place is tagger. 

4. Jacob and Ruth. 

Circle formation sitting. A girl is chosen for Ruth, a boy 
for Jacob. Jacob is blindfolded. Both are within the circle all 
of the time. Jacob calls "Ruth." He is answered by Ruth who 
calls "Jacob." He must try to catch her, she dodging him at all 
times. When she is caught, this couple may choose another couple. 

5. Telephone. 

Two lines facing each other, twenty feet apart. First junior 
in each line whispers a sentence to the junior next to himself. 
That junior passes it on, etc., down to the end of the line. Last 
junior must tell just what he has heard. Then the junior who 
started it must tell what was really said. 

6. Grand March for refreshments, served Cafeteria style. 



CHAPTER XI 
CORRELATION 

One of the big problems faced by all junior workers is that 
of the multiplicity of organizations calling for the allegiance 
of the boys and girls. The purpose of this chapter is to sug- 
gest a way out of this difficulty. 

1. The Junior Department. There should be a well-organ- 
ized department of the Church School with graded lesson 
materials, meeting in a separate room, if possible. No junior 
organization can do its best work in a room where a number 
of other classes are in session at the same time. The very 
brief time of the lesson period must be given over very largely 
to instruction. 

2. The Junior Society. This organization should care very 
largely for the expressional activities of the juniors, such as 
handwork, drill work, etc. It is an impossibility to put on a 
well-rounded junior program during the short lesson period 
on Sunday. The activities in the society should be supple- 
mentary to that of the Church School proper and in no way 
over-lap its program. 

3. The Same Ages. The age limits should be the same for 
both the Junior Society and the Junior Department of the 
Church School, namely 9 to 12. There is just as much reason 
for definite grading in the educational activities of the Church 
as in the public schools. 

4. The Junior Superintendent. The junior superintendent 
of the Church School may or may not be superintendent of the 
Junior Society. If not, the superintendent of the Junior So- 

52 



Correlation 53 



ciety should be a member of the teaching staff of the Junior 
Department of the Church School. In this way the activities 
are linked together. 

5. One Program. There may be the two or more organiza- 
tions — Junior Department of the Church School and the Junior 
Society, but there is only one group, with a common program. 
The constituency of the various organizations is the same. 

6. Week Day Activities. Where week-day activities have 
been introduced, the boys and girls of the junior age may or- 
ganize themselves into the Junior Society. This plan gives the 
juniors opportunity for self-direction. The courses of study 
will be determined by the curriculum of the week-day school. 

7. Church Vacation School. Where Church Vacation 
Schools are in operation during the summer months, the regu- 
lar junior meetings may be discontinued for a period of time 
and the juniors meet daily. This offers a splendid opportunity 
for self-expression in the regular programs of the Vacation 
School. 

8. The Crusaders. A measure of conflict has existed in the 
past with this splendid missionary organization of the junior 
ages. This can be overcome by organizing the Junior Society 
in its regular monthly missionary meetings, as Crusaders, 
carrying out at that time the regular Crusader program, out- 
line of which is as follows: 

Suggested Service for the Monthly Meetings 

Roll Call (read by the Corresponding Secretary). 

Minutes (read by Recording Secretary). 

Treasurer's report (by Treasurer). 

Initiation ceremony (for new members). 

Song. 

Lord's Prayer, in unison. 



54 The Junior Society in Action 

Leader: Why do we come here today? 

Company: To help answer the prayer Thy Kingdom come. 

Leader: Whom do we expect to meet with us? 
Company: Jesus said, "Where two or three are gathered to- 
gether in My name there am I in the midst of them." Matt. 18 :20. 

Leader: What does God say about loving his children? 
Company: "I have loved you with an everlasting love." Jer. 
31:3. 

Leader: How has God shown His love to the world? 

Company: "For God so loved the world that He gave His 
only begotten Son, that whosoever believeth in Him should not 
perish, but have everlasting life." John 3:16. 

Leader: How truly does Christ love His friends? 
Company: "Greater love hath no man than this, that a man 
lay down his life for his friends." John 15:13. 

Leader: Who are his friends? 

Company: "Ye are my friends if ye do whatsoever I command 
you." John 15 :14. 

Leader: What does Christ command us? 

Company : "Thou shalt love the Lord thy God with all thy 
heart, and with all thy soul, and with all thy mind. This is the 
first and great commandment, and the second is like unto it, Thou 
shalt love thy neighbor as thyself." Matt. 22 :37-39. 

Leader: What rule did Christ give us for showing our love 
to our neighbor? 

Company: "As ye would that men should do to you, do ye also 
to them likewise." Luke 6:31. 

Leader: What was Christ's last commandment to us all? 

Company: "All power is given unto me in heaven and in earth. 
Go ye therefore and teach all nations, baptizing them in the name 
of the Father, and of the Son, and of the Holy Ghost; teaching 
them to observe all things whatsoever I command you, and lo, 
I am with you always, even unto the end of the world." Matt. 
28:19,20. 



Correlation 55 



Prayer. (Suggested form) : 

"Our Father in Heaven, we thank Thee that in our work and 
in play, in joy and in sorrow, Thou art willing to be the com- 
panion and friend of us all; that when we do right, Thou are 
glad; that when we do wrong and grieve Thee, Thou art ready 
to forgive. 

"May no hatred nor envy dwell in our hearts. Keep our hands 
from selfish deeds and our lips from unkind words. Teach us to 
control ourselves, to share with those in need and to do our duty 
even when it is hard. Teach us so to spend our hours and our 
moments that through all our work and play we may be growing 
better each day. So may we help Thee, our Father, to bring 
peace, good will and joy to all the earth. Amen." 

Song — Crusaders' Hymn. 

Pledge (recited by all). 

Offering. 

Special Program for the Day. 

Song. 

Social hour with work. 

9. System of Records. A great deal may be accomplished 
along the lines of correlation by the use of an educational sys- 
tem of records. This calls for giving the juniors points for 
certain worth-while attainments as indicated in chart on the 
following page. 

The largest number of points should be given for the thing 
hardest to achieve. Through this record junior superintendents 
should seek to establish certain good habits as indicated in the 
chart. 

There is scarcely a Church that does not have a few juniors, 
but a number of churches will not have all three organizations 
— Sunday School, Junior Society, and the Crusaders. Whether 
there is one or more organizations, the program must be 
adapted to meet the needs of the boys and girls. Whether 
there are few juniors or many, their needs must be met, for 
their sakes, and for the sake of Christ and His Church. 



56 



The Junior Society in Action 





e 
s 

CO 

00 


c 

3 
CO 

a 


s 

3 
CO 

13 


3 
3 
CO 

-3 
4? 


3 
3 
CO 

.3 

LO 


3 
3 
CO 


3 
3 
CO 

3 


3 
3 
CO 

-o 

CO 


3 
3 
CO 

A 


3 
3 
CO 


3 
3 
CO 

to 

I— 1 


3 
3 
CO 
T3 

8 


8 
3 
CO 

"8 

ro 


8 
3 
CO 

A 

-5" 


8 
3 
CO 

LO 


Promptness 


12 


































Bible 


12 






























Memory 


12 
12 






























Handwork 








Deportment 


12 






























Ch. Attendance 


16 


































Junior Society 


12 






























S. S. Attendance 


12 














Total 


100 



































CHAPTER XII 
WINNING THE JUNIOR TO CHRIST 

Every junior worker must understand that there are seasons 
of the soul. The ages of 9 to 12 furnish one of the most fruitful 
fields for evangelistic effort on the part of junior workers and 
pastors, but effort of the right sort. The day of the clap-trap 
evangelist or high pressure sensationalist is rapidly passing. We 
are doing our evangelistic work with a great deal more sanity than 
in former years because we know more. We have come to realize 
that there is no conflict between the right sort of educational 
activities and evangelistic programs. Modern psychology is help- 
ing us to understand the boys and girls whom we are expected 
to win. With all our educational effort, however, there comes a 
time when the junior must voluntarily make his decision for his 
Master. He should not be coerced nor unduly urged. It is the 
most natural thing in the world for juniors to turn to the Master, 
if they have been properly nurtured in the great things of His 
Kingdom. 

Jesus was twelve years of age when he went with His parents 
to the temple. There, He had a very definite religious experience. 
With the proper direction, we may expect juniors to accept Christ 
as their Saviour at about the twelfth year. With some this 
experience comes earlier. Every Church should definitely plan 
to win all its boys and girls to an open confession of Christ at 
this time. The parents, the pastor, the junior superintendent, 
and the Bible School teacher are the natural ones to bring the 
message of Christ to them. 

This can be done best through the ordinary services of the 
Church, Bible School or the junior meeting. Each junior should 
be spoken to personally. When he accepts Christ, there should be 
an opportunity for public declaration. Juniors making such dec- 
laration should be given careful instruction by the pastor before 

57 



58 The Junior Society in Action 

being received into the Church. They should also be carefully- 
guarded, trained and nourished in spiritual things. 

Helpful leaflets may be secured from the American Baptist 
Publication Society. "Conversations on the Christian Life," price 
3 cents each; $2.00 per hundred, and "A Course of Training for 
Church Membership for Boys and Girls/' same price, are sug- 
gested. Outlines of these two pamphlets are presented below : 

"Conversations on the Christian Life" 



I. 


On 
1. 

2. 

3. 
4. 


Becoming a Christian 
God's Love 
Sin. 

Saved From Sin 
Accepting Salvation 


II. 


On 
1. 


Baptism 
How Be Baptized? 


III. 


On Joining the Church 


IV. 


On 


Becoming Like Jesus 



1. Imitation of Christ 

2. Obeying Jesus 

3. Victory Through Jesus 

4. Service for Jesus 

V. Helps to Christian Living 

1. The Bible the Inspired Word of God 

2. Prayer 

3. The Holy Spirit, the Helper 

4. Going to Church Regularly 

5. Personal Work 

6. Witness Bearing 

7. Being a Missionary — Go — Let Go — Help Go 

8. Our Gifts for Jesus 

VI. What Do Baptists Stand For? 

If one becomes a member of a Baptist church, he should know 
that our denomination stands for certain great, fundamental prin- 
ciples. Many of these need to be firmly held in these days. 



the Junior to Christ 59 



1. The Bible as the sole and sufficient guide for religious life 
and practice. 

2. Supreme loyalty to Jesus, the Christ, the only-begotten 
Son of God. 

3. Complete separation of Church and State. 

4. The church made up of baptized believers only. 

5. The church always and everywhere missionary. 

6. Religious liberty. This includes the right to worship God 
according to the dictates of conscience, the privilege of reading 
and interpreting the Scriptures for oneself, and the direct access 
of each person to God without the mediation of a priest. 

7. The independency of the local church. 

VII. The Rewards of being a Christian 

"A Course of Training for Church Membership for Boys 
and Girls." 

/. The Voice of God 

II. The Call of Christ 

III. Being a Christian 

IV. What Does It Cost to Be a Christian? 
V. Joining the Church 

VI. Baptism and the Lord's Supper 



CHAPTER XIII 
STANDARDS 

The standard for a Junior Department, adopted by the Sunday 
School Council, January 27, 1916, and approved by the Interna- 
tional Sunday School Association in February, 1916, is that which 
is possible for a junior to become during the years, nine, ten, 
eleven, and twelve. 

What the junior becomes manifests itself in conduct. 

Conduct 

I. The Conduct of a junior pupil may manifest: 

1. Love and loyalty to God the Creator and Father, and to 

Jesus Christ as daily Companion, Guide, and King. 

2. Acceptance and public profession of Jesus Christ as his 

Saviour. 

3. Reverence, love, praise, and thanksgiving through worship. 

4. Right choices and decisions in increasing numbers. 

5. Acts in accord with ideals of moral heroism. 

6. Habits of church attendance, daily Bible study, daily 

prayer, and systematic, intelligent giving. 

7. Growth in a life of service to others. 

8. An unselfish and co-operating spirit in social relations. 

Aims 

II. To realize these ends in conduct, the pupil must have: 

1. Knowledge of God in his creative and sustaining power, 

and of Jesus Christ in his power and majesty. 

2. Personal knowledge of Jesus Christ as his Saviour. 

3. Experience and training in worship. 

4. Such acquaintance with the lives of heroes of the faith 

as will make him feel the attractiveness and value of 
right behaviour. 

60 



Standards 61 



5. Knowledge of Bible content and related facts of geography 

and history. 

6. An understanding of what is meant by a Christian life for 

a junior child. 

7. Opportunities for service. 

8. Ample opportunity for social contact under guidance. 

Means 

7/7. As means for realising these ends, provision should be made 
for: 

1. Religious instruction and religious experiences suited to this 
stage of moral and spiritual development, secured through: 

(a) The use of junior graded lessons. 

(b) Graded junior supplemental lessons, with Uniform 

Lessons, when used. (Some denominations recognize 
only graded lessons.) 

(c) Special studies in life of Christ in the last year of 

the junior period. 

(d) A combination of the story, recitation, and question 

methods in teaching, with use of Bible by pupils, 
and suitable handwork. 

(e) The use of pictures, blackboards, maps, and other 

available illustrative material. 

(f) The memorization of Scripture and church hymns re- 

lated to the lesson. 

(g) Frequent competitive map, memory and Bible drills 

between classes, 
(h) Graded correlated missionary instruction, 
(i) Graded correlated temperance instruction. 

2. Worship which expresses feelings and aspirations possible 
to a junior child, secured through: 

(a) Appropriate service of worship. 

(b) Reverent atmosphere and proper environment. 

(c) The superintendent's spirit and manner and the teach- 

er's reverent participation in the service. 



62 The Junior Society in Action 

3. An environment which inspires natural, reverent worship, 

and is conducive to orderly study and zvork secured 
through : 

(a) A separate room (curtained or screened place, where 

room is not available), light, and well ventilated. 

(b) Separated classes during lesson period (partitions, 

curtains, or screens). 

(c) Attractive decorations and arrangement. 

(d) Comfortable chairs and class tables. 

(e) Adequate materials for teachers and pupils. 

(f) A separate program for entire session, where a room 

is available. 

4. Stimulation through incentives and recognition, in order 

that right actions may become habitual, secured by: 

(a) Credits given for (1) regularity, (2) punctuality, 

(3) systematic giving, (4) daily Bible reading and 
study, (5) memory work, (6) neatness and com- 
pleteness in handwork, (7) church attendance. 

(b) Department honor roll. 

(c) Department motto, such as "Be ye doers of the word." 

(d) Teacher's example and helpfulness. 

(e) Exhibit of pupil's work. 

5. Opportunities for self-expression in conduct, individual 

and social, secured through: 

(a) Worship in hymn, prayer and Scripture. 

(b) Participation in class or department drills. 

(c) Doing required handwork. 

(d) Giving to the local church, missions, and benevolences. 

(e) Departmental and individual acts of service. 

(f) Signing the temperance and anti-cigarette pledge. 

(g) Frequent social gatherings. 

(h) Entering into church-membership. 



Standards 63 



6. Teachers qualified by nature, religious experience, and 

training ; that is, teachers who 

(a) Possess a sympathetic understanding of the experi- 

ences, interests, needs, and possibilities of junior 
boys and girls. 

(b) Meet the needs of these pupils for Christian adult 

companionship in everyday life. 

(c) Live, worship, and work in harmony with all that is 

desired for the pupils. 

(d) Graduates or students in a training course, a com- 

munity training-school, or a school of principles and 
methods. 

(e) Are continuing their specialized training in a graded 

union or by the reading of one specialization book 
a year. 

7. Pupils of nine, ten, eleven and twelve years of age grouped 

into classes or a department, according to age, sex, in- 
terest and ability. 

(a) In a small school, a class of boys and a class of girls, 

separated from other classes. 

(b) In a large school, a Junior Department, with a super- 

intendent, officers, class teachers, and classes com- 
prising not more than eight boys or girls. 

(c) Class groups : 

(1) Pupils approximately nine years of age in first- 

year grade or classes. 

(2) Pupils approximately ten years of age in sec- 

ond-year grade or classes. 

(3) Pupils approximately eleven years of age in 

third-year grade or classes. 

(4) Pupils approximately twelve years of age in 

fourth-year grade or classes. 

(d) Promotion of pupils from grade to grade within the 

department; graduation from the fourth grade into 
the Intermediate Department, with recognition on 
the annual promotion day. 



64 The Junior Society in Action 

STANDARD OF EXCELLENCE FOR A JUNIOR 
SOCIETY 

Note : — This form of Standard is the result of a careful com- 
bination of suggestions from many workers of experience, but 
let it be understood that any modifications deemed necessary by 
local conditions may be made. 

1. Membership. 

(a) Active members of Baptist churches nine to twelve years 

old. 

(b) Associate members, boys and girls nine to twelve years 

of age, not church members. 

2. Organization. 

(a) A superintendent who is a member of the Senior Union. 

(b) The usual officers and committees from the junior 

members. 

(c) Public graduation exercises for those who have reached 

the age for admission into the Intermediate society. 

3. Membership Campaign. 

(a) Each year a campaign for new members which shall 

seek to reach everyone of suitable years in the Sun- 
day School and community. 

(b) Ten per cent new members added during the year. 

4. Devotional Meetings. 

(a) Led by a junior. 

(b) Participation by older juniors. 

5. Bible Study. 

(a) Active members reading daily Scriptures. 

(b) Entire membership memorizing four Bible verses and 

one hymn monthly. 



Standards 65 



_ 6. Missions. 

(a) One missionary course during year. 

(b) Fifty per cent taking test on missionary course. 

(c) Some special missionary activity. 

7. Church Relation. 
1 

(a) Some definite service rendered church or Sunday School. 

(b) Every member attending Church and Sunday School. 

8. Giving. 

(a) Regular giving of active members to some church in- 

terest. 

(b) Instruction in Bible principles of giving. 

9. Social. 

(a) At least one social each quarter under direction of 
pastor or junior superintendent. 

0. Evangelism. 

(a) A purposeful effort by the Union to lead others to 
Christ. 

Should there be no Intermediate Society the junior ages may 
un from nine to fourteen or fifteen. At this age they should 
e promoted to the Senior Society. 



CHAPTER XIV 
MATERIALS 

1. Suggested Constitution 

ARTICLE I 

Name 

This organization shall be known as the Junior Society of 
the Baptist Church. 

ARTICLE II 

Object 

Its object shall be the early conversion of the boys and girls, 
their entrance into the church, instruction in the privileges 
and duties of church membership, enlistment in practical Chris- 
tian service and encouragement in Bible study and systematic 
beneficence, and their training for, and graduation into, the 
Senior Society. 

ARTICLE III 

Relation 

This organization is to be related to the Young People's 
Society of this church through a standing committee in the 
Senior Society, known as the committee on Junior work. 

ARTICLE IV 
Membership 

The members shall be boys and girls from nine to twelve 
years of age, who shall have been approved by the Leader and 
elected by majority vote of the members present at any regular 
meeting. 

66 



Materials 67 



ARTICLE V 
Officers 

The officers shall be a Leader (who shall be an adult), a 
president, vice-president, secretary, assistant secretary, pianist, 
assistant pianist and treasurer. The Leader shall be nominated 
by the committee on Junior work of the Young People's Society. 

The other officers shall be elected annually or semi-annually 
by ballot at the last regular meeting of the year, such election 
to be ratified by the church. 

The Leader, together with two other members, who shall be 
appointed by the president, shall be a nominating committee 
to propose names of persons suitable to fill the above offices. 
Such nominations shall be made at least two weeks before the 
election. 

ARTICLE VI 

Committees 

There shall be six standing committees, who shall be ap- 
pointed by the president and Leader and approved by the 
Junior Society. 

1. Membership. To bring in new members and to help them 
to feel at home in the meetings of the Society. 

2. Devotional. To help the Leader arrange for the music; 
to distribute the Bibles and singing books. 

3. Missionary. To seek new scholars for the Sunday School, 
to visit members when sick or absent, and to act as special 
assistants of the Leader in the preparation and conduct of the 
monthly Conquest meeting. 

4. Social. To have charge of the social work of the Society. 

5. Finance. To have charge of the money of the Society. 

6. Executive. The pastor, the officers of the Junior Society, 
and the chairman of the Junior Committee of the Senior Society 
shall constitute the Executive Committee and shall have over- 
sight of the affairs of the Society. 



68 The Junior Society in Action 

ARTICLE VII 
Meetings 
The Society shall hold a regular weekly meeting, time and 
place to be determined by the Executive Committee. 

ARTICLE VIII 
Amendments 

This constitution may be amended upon the recommendation 
of the Executive Committee and a majority vote of the organi- 
zation at any regular meeting. 

Note. — The adoption of the pledge is left to the discretion 
of the pastor and leader. In some instances a pledge has been 
found helpful, the pledge embodying one or more of the fol- 
lowing ideas: 

(1) Daily prayer at home. 

(2) The daily reading of a portion of Scripture. 

(3) A promise to abstain from the use of tobacco, wine, 
cider or intoxicating liquor in any form. 

(4) A promise to abstain from the use of profane and im- 
pure language. 

(5) A promise to try to be present at each meeting. 

2. Pledge 



JUNIOR BAPTIST UNION 



PLEDGE 



D 



promise to pray every day, to abstain 
from both liquor and tobacco, to keep 
from using profane language, and to be 
present, when I can, at every meeting of 



the Union. 
Signed. 



Date 



American Baptist Publication Society. Baptist Young People's Union of America. 

No. 120 Y. Printed in U. S. A. 



Materials 69 



3. Invitation 




V 



ou ar* rurotalig tumfro to ntttnb tij* uttmattng 
meeting of our Sluuior &ori*tg mljirlf meets at 



o'rlork 



ot! at tfje 

laptiBt (Eljttrrly. 

QJfje person giving gnu tljia inottatton mill tell goo about 
mbat to* do. 

Gib? SuuiotB. 

No. 121 Y American Baptist Publication Society 50 cents per hundred 

Baptist Younf People's Union of America 

Printed in U. S. A. 



4. Junior Leaflets 



[Leaflet, No. 6. Mrs. Lewis' Conviction. Lorilla E. Bushnell. 
cents each; $1.00 per hundred. 

Leaflet, No. 7. The Genesis of the Junior Movement. Rev. W. 
H. Geistweit. 2 cents each; $1.00 per hundred. 

Leaflet, No. 9. How to Organise a Junior Society. 2 cents each ; 
$1.00 per hundred. 

Leaflet, No. 12. The Outside Work of the Junior Leader. Miss 
Lou E. La Tourette. 2 cents each; $1.00 per hundred. 

Leaflet, No. 27. How to Conduct a Junior Conquest Meeting. 
Mrs. I. W. Read. 2 cents each; $1.00 per hundred. 

Leaflet, No. 28. The Home Department of Junior Work. 2 
cents each; $1.00 per hundred. 



70 The Junior Society in Action 

5. Junior Pins 

No. 226 B. Celluloid button, with B. U. emblem. 20 cents per 
dozen; $1.50 per hundred. 

No. 227 B. Corinthian silver, 20 cents each. 

No. 228 B. Gold-plated, 35 cents each. 

No. 228^ B. Rolled gold, enameled, 65 cents. 

No. 229 B. Solid gold, white enamel, $2.50. 

No. 229^ B. New miniature size, solid-gold button, $1.10 each. 

No. 229^4 C. New miniature size, rolled-gold button, 60 cents 
each. 

No. 229 l / 2 D. New miniature size, gold-plated button r 35 cents 
each. 

The War Tax of five per cent must be added to the cost of the 
above items. 

6. Junior Requisites 

Model Constitution for Junior Societies, No. 149 Y. 60 cents 
per hundred. 

Promotion Certificate from the Junior to the Senior Society. 
Blue and gold. Very attractive. 5 cents each; 50 cents per dozen. 

Pledge Cards, No. 120 Y. 60 cents per hundred. 

Junior Invitation Cards, No. 121 Y. 50 cents per hundred. 

Topic Cards, No. 122 Y. April or October, six months. $1.00 
per hundred. 

Badge Design Electrotype. Design patented. All rights of man- 
ufacture and general use reserved. For use in printing circulars, 
letterheads, programs, etc. 

No. 236^ B. 5/ 8 x ^-inch. 30 cents each. 

Junior Standard of Excellence Wall Card. 20 x 30 inches. Giv- 
ing all Standard points, and spaces for seals. 15 cents each. 
Seals, per set, 5 cents. 

Junior Standard of Excellence Leaflet. $1.00 per hundred. 

Junior Wall Chart (Our Pledge and Our Object), No. 365 B. 
75 cents. 



Materials 71 



Junior Package. Helps and suggestions for organizing. Free. 

No. 238 B. Badge Design on Cardboard. A facsimile of the 
Junior badge. Printed in gold, blue, and white. 4^ -inch size, 3 
cents each; $2.50 per hundred. 

Felt Pennant, No. 241 B. Single color 12x30 inches. With 
emblem and Baptist Union. 50 cents. 

7. Periodicals 

Junior World 

A paper containing courses of the Junior Baptist Union, sug- 
gestions for Sunday School activities, and illustrated stories. Sin- 
gle subscription, 60 cents per year. In quantities, 52 cents per 
year. 

Canadian price, single subscription, 72 cents per year; in quan- 
tity, 60 cents per year. 

The Young People's Service 

Editor: Frank Otis Erb, Ph. D. A quarterly magazine for 
young people to help leaders of devotional meetings. It carries 
treatment of each topic on the Group Plan. Young People's So- 
ciety officials and denominational leaders supply valuable articles 
on organization, methods, and standards. It is welcomed by thou- 
sands of young people. Carries valuable helps for Junior leaders. 
Put a copy of "The Young People's Service" into the hands of 
every member of your society. Handy size. Fits the pocket. 
Sixty-four pages. Subscription price, 60 cents a year. In quan- 
tities of five or more, 48 cents a year. 

Canadian price, single copy, 64 cents a year; in quantity, 52 
cents a year. 

8. Helpful Books 

Junior Recitations. Amos R. Wells, 70 cents. 

A book of children's recitations, dialogues, exercises, etc., suit- 
able for anniversary, missionary, temperance meetings, and other 
special occasions. Each piece is introduced with directions for 
its rendering — gestures, costumes, if any, decorations, accessories 
of all sorts. 



72 The Junior Society in Action 

The Junior Text-book. The new text-book of efficiency. Pro- 
fessor Wells. Junior superintendents will need this book in the 
Efficiency campaigns. Cloth, 75 cents. 

Good Times with the Juniors. Lillian M. Heath. 70 cents. 

The latest and best book of the kind that has ever been pub- 
lished. It is filled to overflowing with suggestions for socials, en- 
tertainments, receptions, drills, etc., besides giving several char- 
acter sketches or plays for little folks. The different holidays, 
such as Christmas, Thanksgiving, Independence Day, Washing- 
ton's Birthday, Valentine's Day, etc., are all remembered. 

Object Lessons for Junior Work. With practical suggestions. 
Ella N. Wood. $1.00 net. 

Handwork in Religious Education, Wardle, $1.25. 

Handwork in the Sunday School, Littlefield, $1.75. 

The Use of Projects in Religious Education, Hartley, $1.00. 



Deacidified using the Bookkeeper process. 
Neutralizing agent: Magnesium Oxide 
Treatment Date: April 2006 

PreservationTechnologies 

A WORLD LEADER IN PAPER PRESERVATION 

1 1 1 Thomson Park Drive 
Cranberry Township. PA 16066 
(724)779-2111 



